1. In your experience, when have you felt successful directly teaching ABOUT New Church concepts?
(admin)
- during homeroom worship
- "teachable moments"
-Literature discussions
-when concepts are appreciable to life and relatale to common experience
-when students have had the background already
(admin)
-During discussions of literature/essays of application of New Church doctrine
-interactivity
(admin)
-when it has been clear, direct ("hands and face") truths
-when students have had the necessary foundational understandings to grasp the truths I'm teaching now
(admin)
-when the main concept is religion, it's all the time
(admin)
-When I have a rich source of curricular materials, sufficient time for reflection and when I have thought through a lesson from the end to the beginning
(admin)
-clearly and easily applicable concepts
-obviously relatable to common experiences
-interactivity, teachable moments
(admin)
-well, I teach religion so it's kind of a given. but truth be told, it's when I'm prepard and have activities that bring the concepts to life
- five smooth stones - human love, wis, useful
(admin)
-not just when I am covering curriculum but when the spiritual concepts naturally spring from interest in the students through questions
(admin)
-when I'm able to correct the concepts to things the students can connect to with affection either through the power or stories in the 3 fold Word or related to things in their lives
(admin)
-for me this doesn't take place in the classroom
-talking to parents of homegrounds and emergent knowing when they see the "light" of what we're trying to do with their child.
-applicable experiences
2. How might the school system help you build on these strengths?
(admin)
-Provide New Church curriculum, provide a mentor
-time for collaborative work - faculty studies
-provide "rookie religion"
-encourage time for reflection
(admin)
-encourage consistancy of the distinctive message
(admin)
-feeding the faculty
-rookie religion
(admin)
-create material with ideas of how to easily explain foundational ideas to newcomers
-curricular suggestions for core teachings, feed the faculty
(admin)
- special case - well supported in t he system
(admin)
-continue to provide resource docs and unit boxes
-provide lots of coaching and formative assessment of teachers
(admin)
-provide guidence for integrating spiritual and secular concepts
-more time reflective prep time
-opportunities for exploration of New Church concepts
(admin)
-faculty exploration of New Church concepts
-"post hole" approach us. see scope/breadth
(admin)
-focus on ways/methods
-keep working on New Church curriculum and make it easily accessible
(admin)
-more reflective prep time
(admin)
-have a rookie/beginner's religions class for those who know nothing - could be done during the summer/on-line
3. What are some of the challenges you have faced teaching ABOUT New Church concepts?
(admin)
- 7-8 always wants to challenge, but this is a good thing
-dealing with devided families or addressing the ideal in the face of the children who are not experiencing it
-personally forcing a concern on kids before they are ready
-teaching about the Old Church being dead, New Church jargon
-covering too much material - try post holing
(admin)
-accomodating to grade level needs
-trying to fit it all in (try "post holing")
- terminology can be a hurdle
-taching concepts before brains are ready
(admin)
-not wanting to be too forceful, being patient might let the wrong ideas be heard and then discussed
-too much material!!
- "dead churches"
-language
-conjugial love concepts- illegal to discuss
-"being contentious"
(admin)
-teaching to groups of students with a mixed level of pre-existing knowledge about New Church principles
-teaching concepts (like Conjugial Love) that aren't mirrored in the home environment of popular culture of the students
(admin)
-older students, poor quality of previous instruction, lack of parental support, leads to poor, unreceptive attitude
(admin)
- Connect New Church values to cultural background of students
- Assesment of religious/spiritual knowlendge and understanding
(admin)
-some topics are contentious by nature (male/female, new/old church)
-force concepts before minds are ready
(admin)
-prep time/pulled in so many different directions
-trying to cover too much material
(admin)
-presenting the ideas to students who don't have a background with the New Church and having a broad range of students in the class. Some are really ready to zoom ahead but I still need to cover basics.
(admin)
-lack of connections
-trying to cover too much material
(admin)
-students are not interested, even some "baptized" students need to be clear and have the tools in place to impliment engagement on some level. not easy, sometimes you are not working with those who, on many levels, have interest.
-cover too much material
-language we use
-judgemental - "churches are dead," we're alive.
-teach a concept before the student is ready
4. How might the school system support you in facing these challenges?
(admin)
-Go to pastor/school pastor
(admin)
-have more support resources
(admin)
-"post-holing" of curriculum vs. broad sweep
(admin)
- identify and correct poor, uninspiring teachers
(admin)
-workshops and demonstrations by excellent teachers to model effective instructions
(admin)
-curriculum that encourages post-holing rather than equal broad coverage
(admin)
-mars courses, have a cure group of classes, promote as a professional development opportunity
-mentors
1. In your experience, when have you felt successful directly teaching ABOUT New Church concepts?
(admin)
- during homeroom worship
- "teachable moments"
-Literature discussions
-when concepts are appreciable to life and relatale to common experience
-when students have had the background already
(admin)
-when it's interactive: engagement
-religion classes, chapel, "personal safety lessons"
-parent-teacher meetings
-faculty meetings, parent-teacher conferences, weekly email blasts, monthly newsletters, website content, adverrtising materials
(admin)
-During discussions of literature/essays of application of New Church doctrine
-interactivity
(admin)
-when it has been clear, direct ("hands and face") truths
-when students have had the necessary foundational understandings to grasp the truths I'm teaching now
(admin)
-when the main concept is religion, it's all the time
(admin)
-When I have a rich source of curricular materials, sufficient time for reflection and when I have thought through a lesson from the end to the beginning
(admin)
-clearly and easily applicable concepts
-obviously relatable to common experiences
-interactivity, teachable moments
(admin)
-well, I teach religion so it's kind of a given. but truth be told, it's when I'm prepard and have activities that bring the concepts to life
- five smooth stones - human love, wis, useful
(admin)
-not just when I am covering curriculum but when the spiritual concepts naturally spring from interest in the students through questions
(admin)
-when I'm able to correct the concepts to things the students can connect to with affection either through the power or stories in the 3 fold Word or related to things in their lives
(admin)
-for me this doesn't take place in the classroom
-talking to parents of homegrounds and emergent knowing when they see the "light" of what we're trying to do with their child.
-applicable experiences
2. How might the school system help you build on these strengths?
(admin)
-Provide New Church curriculum, provide a mentor
-time for collaborative work - faculty studies
-provide "rookie religion"
-encourage time for reflection
(admin)
-encourage consistancy of the distinctive message
(admin)
-feeding the faculty
-rookie religion
(admin)
-create material with ideas of how to easily explain foundational ideas to newcomers
-curricular suggestions for core teachings, feed the faculty
(admin)
- special case - well supported in t he system
(admin)
-continue to provide resource docs and unit boxes
-provide lots of coaching and formative assessment of teachers
(admin)
-provide guidence for integrating spiritual and secular concepts
-more time reflective prep time
-opportunities for exploration of New Church concepts
(admin)
-faculty exploration of New Church concepts
-"post hole" approach us. see scope/breadth
(admin)
-focus on ways/methods
-keep working on New Church curriculum and make it easily accessible
(admin)
-more reflective prep time
(admin)
-have a rookie/beginner's religions class for those who know nothing - could be done during the summer/on-line
3. What are some of the challenges you have faced teaching ABOUT New Church concepts?
(admin)
- 7-8 always wants to challenge, but this is a good thing
-dealing with devided families or addressing the ideal in the face of the children who are not experiencing it
-personally forcing a concern on kids before they are ready
-teaching about the Old Church being dead, New Church jargon
-covering too much material - try post holing
(admin)
-accomodating to grade level needs
-trying to fit it all in (try "post holing")
- terminology can be a hurdle
-taching concepts before brains are ready
(admin)
-not wanting to be too forceful, being patient might let the wrong ideas be heard and then discussed
-too much material!!
- "dead churches"
-language
-conjugial love concepts- illegal to discuss
-"being contentious"
(admin)
-teaching to groups of students with a mixed level of pre-existing knowledge about New Church principles
-teaching concepts (like Conjugial Love) that aren't mirrored in the home environment of popular culture of the students
(admin)
-older students, poor quality of previous instruction, lack of parental support, leads to poor, unreceptive attitude
(admin)
- Connect New Church values to cultural background of students
- Assesment of religious/spiritual knowlendge and understanding
(admin)
-some topics are contentious by nature (male/female, new/old church)
-force concepts before minds are ready
(admin)
-prep time/pulled in so many different directions
-trying to cover too much material
(admin)
-presenting the ideas to students who don't have a background with the New Church and having a broad range of students in the class. Some are really ready to zoom ahead but I still need to cover basics.
(admin)
-lack of connections
-trying to cover too much material
(admin)
-students are not interested, even some "baptized" students need to be clear and have the tools in place to impliment engagement on some level. not easy, sometimes you are not working with those who, on many levels, have interest.
-cover too much material
-language we use
-judgemental - "churches are dead," we're alive.
-teach a concept before the student is ready
4. How might the school system support you in facing these challenges?
(admin)-Go to pastor/school pastor
(admin)
-have more support resources
(admin)
-"post-holing" of curriculum vs. broad sweep
(admin)
- identify and correct poor, uninspiring teachers
(admin)
-workshops and demonstrations by excellent teachers to model effective instructions
(admin)
-curriculum that encourages post-holing rather than equal broad coverage
(admin)
-mars courses, have a cure group of classes, promote as a professional development opportunity
-mentors